Baker, Kate Allison

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

p.1

The provision is good

Children feel safe, secure and well cared for in the childminder's welcoming home. They form strong and affectionate bonds with her due to her warm, nurturing and responsive nature. Children show their deep sense of trust when they approach her for comfort and reassurance. They cuddle up close to her during quieter moments in the day. The childminder knows each child well. She tailors her support with empathy and helps children to manage their emotions effectively.

p.2

The provision is good

Children follow the consistent routines of the day with ease. They are settled and grow in confidence and independence. For example, they willingly help tidy up, wash their hands and prepare for mealtimes. Children understand and follow the childminder's clear instructions and boundaries. They mirror her kindness and respect when offering to help their friends, such as helping to put on younger children's shoes.

p.2

The provision is good

Outdoor learning is a key strength of the setting. Daily access to fresh air and a variety of real-life experiences support children's overall development. Regular outings to farms, parks, play groups and libraries provide rich learning opportunities. Children observe nature first hand and interact with different people in the community. This broadens their understanding of the world and helps develop valuable social skills. Children show immense pride in themselves and their learning environment. They welcome new visitors and confidently show what they enjoy doing. Children make good progress.

p.2

need to do better?

n The childminder places a strong emphasis on developing children's language skills. She narrates their play, models lively conversation and introduces new vocabulary during daily activities. For example, on their nature walks, children learn about snowdrops, bluebells and daffodils. Through stories, songs and engaging discussions, children quickly acquire and use new words. The childminder often reminds children of past events to help them connect their prior and new learning. Older children begin to show recall of past experiences. n The childminder supports children's physical confidence and emotional resilience well. Outdoor activities and garden play are central to the daily routine. There are plenty of opportunities for children to develop their fine and gross motor skills. Children show determination when practising physical tasks, such as kicking footballs to score goals in the net. They delight in celebrating their

p.2

need to do better?

successes with the childminder. Furthermore, the childminder models using pipettes to collect water. Older children, in particular, persevere with this tricky task, which helps to strengthen the small muscles in their hands. These types of activities prepare children for their eventual move to school.

p.2

need to do better?

15 May 2025 n While the childminder offers an engaging environment, at times, she does not always plan more targeted activities or consistently adopt high-quality interactions that are closely tailored to children's individual stages of development. Consequently, on occasion, she does not always extend children's existing knowledge and skills and ensure every child reaches their full potential. n The childminder's learning environment is inclusive and rich in diversity. The range of resources, for instance dolls with different skin tones, reflect the backgrounds of children in her setting. Children learn about similarities and differences between them, which helps to raise their awareness of the diverse world they live in. They happily engage in real-life play and develop various skills, including language, social interaction and creativity. n Healthy lifestyles are promoted well. Children learn the importance of personal

p.2

need to do better?

hygiene and nutrition through daily routines and positive role modelling. The childminder uses mealtimes as learning opportunities, when she talks to children about healthy food choices and the benefits. For instance, she helps children understand the importance of food, such as cheese helps to maintain strong teeth and bones. Children begin to adopt good practices to stay fit and well. n The childminder demonstrates a strong commitment to her continuous professional improvement. She actively seeks guidance from early years professionals, completes training and engages with local childminders to share good practice. She is currently enrolled on a course to enhance her knowledge of supporting children with special educational needs and/or disabilities. The childminder is passionate to do the best she can for children in her care. n Relationships with parents are strong, based on trust and open communication.

p.3

need to do better?

Parents highly value the childminder's calm and patient manner, as well as the safe and stimulating environment she provides. Regular updates from the childminder, including photos and videos, help parents stay connected to their children's learning. The childminder inspires them to do similar activities at home, such as practising various gym exercises with their family members. This helps to promote continuity in children's development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n refine the planning and delivery of the curriculum to ensure that all children benefit from consistently high-quality interactions, carefully tailored to build on what they already know and can do.

p.3

Setting details

Unique reference number 2759097 Local authority Buckinghamshire Inspection number 10366889 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 4 September 2024

p.4

Information about this early years setting

The childminder registered with Ofsted in 2023 and was previously registered with a childminder agency. She lives in Penn near High Wycombe, Buckinghamshire. She operates all year round from 7.45am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder is eligible to receive funding to provide free early education for children aged from nine months to four years.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the childminder carried out joint observations outdoors. n Parents shared their verbal and written views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

15 May 2025 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

p.4

Inspection activities

15 May 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6